scholarly journals The Impact of Design Thinking on Problem Solving and Teamwork Mindset in A Flipped Classroom

2021 ◽  
Vol 21 (96) ◽  
Author(s):  
Nguyen THI-HUYEN ◽  
Pham XUAN-LAM ◽  
Nguyen Thi THANH TU
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Design Thinking ◽  
The Impact

scholarly journals MAPPING IMPACT OF DESIGN THINKING IN TEAMWORK, PROBLEM-SOLVING AND CREATIVITY

2020 ◽  
Vol 1 ◽  
pp. 1715-1724
Author(s):  
S. Guaman-Quintanilla ◽  
K. Chiluiza ◽  
P. Everaert ◽  
M. Valcke
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Design Thinking ◽  
Self Evaluation ◽  
Final Performance ◽  
The Impact

AbstractThe present study analyzes the impact of a Design Thinking course on undergraduate students during an academic term. The impact was measured on three key outcomes: teamwork, problem-solving and creativity; using VALUE rubrics. The evaluation was carried out at three different moments during the course. Three types of evaluators participated: facilitators, students (self-evaluation) and peers. The results show statistically significant improvement on the three outcomes comparing students’ initial and final performance. Despite the promising results, the current study has some limitations.

scholarly journals Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture

10.28945/3973 ◽  
2018 ◽  
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
English Language ◽  
Design Thinking ◽  
Learning Needs ◽  
Dynamic Learning ◽  
Theoretical Concepts ◽  
Technological Developments ◽  
Institute Of Technology ◽  
The Impact

Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.

Four Steps to Promote Teacher Creativity When Making the Transition to Virtual Learning Experiences

2021 ◽  
pp. 126-147
Author(s):  
Matthew Worwood
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Learning Experience ◽  
Virtual Learning ◽  
Specific Aspect ◽  
Creative Problem Solving ◽  
Developmental Approach ◽  
Teacher Creativity ◽  
Creative Problem ◽  
The Impact

This chapter presents four steps for teacher creativity as part of a design-based approach to problem-solving pedagogical challenges using virtual learning environments. Building on existing practices found in creative problem-solving and design thinking methodology, these steps explore change as a journey that begins with an intent to produce an outcome that improves a specific aspect of the learning experience. Glaveanu's five-A framework provides a sociocultural perspective to support the concept of teacher creativity in the classroom, while Kaufman and Beghetto's 4-C model serves as a developmental approach to evaluating outcomes based on the impact they have in the environment. Future opportunities for study, including integrating learning analytics and situating the different stages of creative problem-solving in education, are also discussed.

scholarly journals 29.D. Skills building seminar: Using design thinking to mitigate the impact of homelessness on individuals and families

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Problem Solving ◽  
Design Thinking ◽  
Service Providers ◽  
Panel Discussion ◽  
Idea Generation ◽  
Service Development ◽  
Public Health Issue ◽  
Thinking Processes ◽  
The Impact

Abstract In keeping with the conference theme Future of Humanity: analysis, advocacy and action; we propose a skills-building workshop incorporating innovative learning practices and use of design thinking processes for a pertinent public health issue - homelessness. Complex problems, including homelessness, remain intractable due to a number of issues including policies, social norms, powerlessness and lack of knowledge. Leaving no one behind is the mantra of the programme for Sustainable Development Goals; the blueprint for a sustainable world. It is imperative to consider how this translates for homeless groups and ensure they are not left behind and continue to experience inequalities in health outcomes and hardship. Design thinking itself is an approach to problem-solving that is human-centred, focusing on empathy, idea generation and prototyping of solutions underpinned by designer thinking processes with consideration of feasibility and viability of solutions. We propose a 60-minute design thinking sprint for active, collaborative learning, building capacity and knowledge. Our proposed format incorporates creativity and innovative methods to engage with conference delegates, sharing of experiences and bringing the outside world into our session. This method frames a problem in a human-centric way by first understanding another's perspective and we propose to use the Stanford D. model: empathize, define, ideate, prototype and test. To introduce design thinking to address homelessness as a major public health issue.To undertake a design sprint with participants to address the health impact of homelessness through the development of low fidelity prototypes.To explore the application of design thinking to other complex public health challenges and as a tool for collaboration and problem-solving in public health. We will use the framework of a design sprint for the session: Introduction - 'Homelessness' as a complex public health challenge 5 mins Explaining Design Thinking and Design Sprints 5 mins Phase 1 - Empathizing: Understanding Homelessness 10 minsPhase 2 - Defining: What is a specific user challenge? 5 minsPhase 3 - Ideating: Brainstorm solutions 10 minsPhase 4 - Rapid prototyping: Building low fidelity solutions for testing 10 minsPhase 5 - Pitching: Presentation of prototypes 10 mins Summary and next steps for collaboration (Chair): 5 mins The workshop will use creative methods of engagement, including drawing, writing, storyboarding, constructing/modelling components to build end-user solutions for homelessness. The use of a design sprint format offers an alternative to either oral presentations or a panel discussion for collaborative and creative engagement with delegates. Both Chairpersons have used design thinking to consider homelessness for children, families and adults in Ireland. Key messages Design thinking provides testable innovations in service development for socially marginalised groups. Design thinking is a low cost, creative form that facilitates close collaboration between service providers and users.

Keynote

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Jeanne LIEDTKA
Keyword(s):  
Organizational Performance ◽  
Design Thinking ◽  
Social Systems ◽  
Field Research ◽  
Higher Order ◽  
Lens Design ◽  
Social Sector ◽  
Extensive Field ◽  
Innovative Solutions ◽  
The Impact

The value delivered by design thinking is almost always seen to be improvements in the creativity and usefulness of the solutions produced. This paper takes a broader view of the potential power of design thinking, highlighting its role as a social technology for enhancing the productivity of conversations for change across difference. Examined through this lens, design thinking can be observed to aid diverse sets of stakeholders’ abilities to work together to both produce higher order, more innovative solutions and to implement them more successfully. In this way, it acts as a facilitator of the processes of collectives, by enhancing their ability to learn, align and change together. This paper draws on both the author’s extensive field research on the use of design thinking in social sector organizations, as well as on the literature of complex social systems, to discuss implications for both practitioners and scholars interested in assessing the impact of design thinking on organizational performance.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

Inclusion by Design: A 75-Minute Crash Course on Accessible Design

2020 ◽  
Vol 64 (1) ◽  
pp. 831-835
Author(s):  
Julian Brinkley ◽  
Earl W. Huff
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Visually Impaired ◽  
Design Thinking ◽  
Inclusive Design ◽  
Graduate Course ◽  
Persons With Disabilities ◽  
Creative Problem ◽  
Community Of Researchers ◽  
Minute Session

The community of researchers supporting instruction on design thinking has a significant body of materials to help students understand and master the process of creative problem solving in design. Missing, we argue are materials and processes which directly support the design of inclusive technologies for persons with disabilities. We present ‘Inclusion by Design’, an interactive and participative crash course designed to introduce students to techniques that may be useful in an inclusive design process. In a single 75-minute session, students explore the inclusive design of a transportation technology for a visually impaired persona. We report on our findings from a single pilot of the crash course involving six diverse students within a graduate course on Inclusive Design. Our findings suggest that the course may be effective in introducing techniques like storyboarding, scenario creation, and low fidelity prototyping to students using an approach that may be effective for various learning styles.

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